Detailed Learning Plan Unit Learning sequence and Overview
Stage 1: Setting the Scene / Immersion / Ignition
Timeline
Curriculum Area Focus & Learning Intention
Media Literacy Skill / Concept
Topic Activity
Reflective Questions / Discussion
ICT Tools
Expert Support
Vocab
Home / School Activities for the student to facilitate
Week 1
The focus is to generate interest and to get the students to see that there is more to ads than maybe they think. This first week is about setting things up so that the unit can proceed as planned. Introduce the wiki as a tool
Advertising is everywhere and in many different forms Evaluate media messages based on our own experiences, beliefs and values
Introduction of Unit & Organisation / Sparking / Igniting
Immersion in ads.
Group brainstorm favourite ads or ads that have made an impact
Establish the Big Idea or Question
Introduction of Wiki
“House Keeping”
Identifying the skills strategies and resources required to make with unit a success.
Identifying people who can support the Class ICT Skills audit
School ICT Audit
Home ICT Resource Audit and Plan if required.
Pre-unit assessment Activity:
Using the 'Create an Invitation' Rubric, produce an invitation inviting your parents to this wiki. Students may use any media/genre.
Identifying and Mapping advertising in
the local neighbourhood,
the school,
the home.
How come there is so much advertising? What ICT skills do I have? What is a wiki, and what use are they?
Survey
Monkey
Wiki
Inspiration
Publishing tools
Video camera
Video editing tools
Glogster
Wikispace Wiki
Audit Genre Media Literacy Decode Acronyms Advertisement
Share the start to the unit with whanau/family. Share the unit wiki. Map the Home for advertising. Get everyone involved. Draw attention to the request for experts in ICT on the wiki Also draw attention to the Parent section. Discuss the reflective questions with whoever is at home.
Stage 2: Wonderings, Questions and Deciding
Timeline
Curriculum Area & Learning Intention
Media Literacy Skill / Concept
Topic Activity
Reflective Questions / Discussion
ICT Tools
Expert Support
Vocab
Home / School Activities
Week 2
Skills for learning: Recognition of prior learning and identifying areas for investigation
We can learn new skills in order to operate safely and effectively in the 21st Century
Brainstorming
what the students already know, think. Collective knowledge sheets to be used
Establishing sub questions
Create a list of questions that students have regarding what techniques and strategies advertisers use to influence their thinking. (keep this list and use as part of end of unit evaluation) then sort/merge them down to 3 or 4.
Deconstructing Advertisements: TV.
In groups view popular ads, analyse them, noting advertising techniques used. Enter information into the Advertising Techniques page.
Whole class discussion around findings. After interactive activities repeat process
Am I influence by advertisements? What was the last thing I purchased after watching/reading an ad?
Discuss the reflective questions with whoever is at home. Play the game As a family go on teachertube and look at overseas funniest adverts
Stage 3: Planning research, Exploring, Finding
Timeline
Curriculum Area & Learning Intention
Media Literacy Skill / Concept
Topic Activity
Reflective Questions / Discussion
ICT Tools
Expert Support
Vocab
Home / School Activities
Week 2 & 3
Mathematics Statistics Statistical investigation • Plan and conduct investigations using the statistical enquiry cycle: Statistical literacy • Evaluate statements made by others about the findings of statistical investigations and probability activities.
Understand how media messages create meaning Discover the part of the story that's not being told Evaluate media messages based on our own experiences, beliefs and values
Survey: of ads on the TV.
Individual mathematical survey collated and statistical data analyses and discuss findings Individual
Class mathematical survey collated and statistical data analyses and discuss findings
Web-based Interactive Activities:
Collate information from activities and produce a list of advertising techniques and add relevant comments, questions and ideas to the discussion page
Touching Up:
The Power of Photoshop. Viewing YouTube & other videos to show how images of enhanced Expert s to demonstrate the power of Photoshop (fun & ridiculous
Deconstructing Advertisements: Merchandise.
In groups view popular ads, analyse them, noting advertising techniques used. Enter information into the Advertising Techniques page.
Whole class discussion around findings. After interactive activities repeat process
Survey questions
Monkey Survey Website Photoshop Wiki e-whiteboard
Photoshop
Puns Slogan Verbosity
Discuss the reflective questions with whoever is at home. As a family look at the website As a family go on Teachertube and look at best animal adverts Share new tech or application with each other
Stage 4: Discovering, Interpreting, Using
Timeline
Curriculum Area & Learning Intention
Media Literacy Skill / Concept
Topic Activity
Reflective Questions / Discussion
ICT Tools / skills
Expert Support
Vocab
Home / School Activities
Week 4
Critical Media Literacy Skills English • Integrate sources of information, processes, and strategies confidently to identify, form, and express ideas.• Show an increasing understanding of how to shape texts for different purposes and audiences. Social Studies Students will gain knowledge, skills, and experience to: • Understand how producers and consumers exercise their rights and meet their responsibilities.
Analyse Understand how media messages create meaning Identify who created a particular media message Recognize what the media maker wants us to believe or do Name the "tools of persuasion" used Recognize bias, spin, misinformation and lies Discover the part of the story that's not being told Evaluate media messages based on our own experiences, beliefs and values
Deconstructing Advertisements: Websites
In groups view popular ads, analyse them, noting advertising techniques used. Enter information into the Advertising Techniques page.
Whole class discussion around findings. After interactive activities repeat process.
Cross Marketing:
Identifying examples of Cross Marketing, Deconstructing it. Students bring a toy or other media influenced purchase to school to support the deconstruction process.
Guest Speaker:
Advertising Industry person told about his job as they see it.
Question and answer session. Students will have pre-approved questions.
What is the funniest advert that you have watch on TV? What was it selling ? What would influence you to by it ? Pick another
Wiki e-whiteboard
Advertising
Simile Personification Neologism Jargon Deconstruct Cross Marketing
Discuss the reflective questions with whoever is at home. As a family look at the adverts in the paper Keep playing the game Identify examples of cross market in the Home.
Stage 5: Creating, Presenting
Timeline
Curriculum Area & Learning Intention
Media Literacy Skill / Concept
Topic Activity
Reflective Questions / Discussion
ICT Tools / skills
Expert Support
Vocab
Home / School Activities
Week 4, 5, & 6
English • Integrate sources of information, processes, and strategies confidently to identify, form, and express ideas.• Show an increasing understanding of how to shape texts for different purposes and audiences. HealthHealthy Communities and Environments Students will: Societal attitudes and values • Investigate and describe lifestyle factors and media influences that contribute to the well-being of people in New Zealand. Personal Health and Physical Development Students will: Safety management • Access and use information to make and action safe choices in a range of contexts.
Understand how media messages create meaning Identify who created a particular media message Recognize what the media maker wants us to believe or do Name the "tools of persuasion" used Recognize bias, spin, misinformation and lies Evaluate media messages based on our own experiences, beliefs and values Create and distribute our own media messages Become advocates for change in our media system
Presentation/ Evaluation:
Create your own Advertisement using techniques identified.
Then using ICT & Design Expects Evaluation Rubric assess your advertisement.
Incorporate Digital story telling. (using model)
Create final versionof presentation:
Incorporate best practice identified as part of evaluation.
Create an invitation for the Presentation Evening:
Incorporate best practice identified as part of evaluation.
How well do I know the advertising strategies? Could make a list of Best Practice Have my ICT skills improved?
Wiki Publishing tools Photoshop Video Editing Digital Story
Wiki Publishing Design ICT Video editing Photoshop Digital story creation
Litotes Irony Inverstion Connotation
Discuss the reflective questions with whoever is at home. As a family look at
Stage 6: Celebrate Evaluate
Timeline
Curriculum Area & Learning Intention
Media Literacy Skill / Concept
Topic Activity
Reflective Questions / Discussion
ICT Tools
Expert Support
Vocab
Home / School Activities
Week 6
HealthHealthy Communities and Environments Students will: Societal attitudes and values • Investigate and describe lifestyle factors and media influences that contribute to the well-being of people in New Zealand. Personal Health and Physical Development Students will: Safety management • Access and use information to make and action safe choices in a range of contexts.
Create and distribute our own media messages Become advocates for change in our media system
1) Information & Activity Evening
An evening of Fun and celebration, with the students presenting their work and sharing their learning.
Parents & Community participation in fun challenges.
2) Unit Evaluation:
Wiki based evaluation for all participants.
Different evaluation forms for Student, Teacher, Parent and other Participants.
Student:
The two Invitations. “valued added”
Advertisement
Discussion input
Reflective Questions, responses
Goal sheet;
Student Feedback survey
Digital Story Activity
Parent Self evaluation & Unit evaluation
Expert Feedback
Teacher Evaluations
Sub-question task sheets. Have the questions been answered
Student Goal sheets
School evaluation procedures
Big Question Sub- questions Individual student Goals Home Goals & plan: Media literacy skills How well have we done as a Family What have I done to support others to learn? Self & peer evaluation
Wiki Data projector e-whiteboard
Technician ICT equip Sound Technician Hospitality
Euphemism Affirmative Collaboration
Discuss the reflective questions with whoever is at home. As a family make your own wiki after exploring examples of family wikis. Share your new knowledge with another family not at your school.
Suggested Approach: This unit of work:
Involves students, Parents and the Community
It creates a partnership with the home in order to embed media literacy skills into both environments. An ongoing venture.
It will provide opportunity to use familiar and new ICT tools.
It has a Health and English focus
It has authentic learning activities and authentic assessment activity.
The Wiki is central to all activity
Involves Collaboration and group work
Includes Self and peer evaluation
Web-based Interactive ActivitiesThe Game and website provide the opportunity for students to be confronted with new information and learning. It is important to allow students the time to participate and explore. It is also important that the students enter into the ongoing discussion on Advertising Techniques page. They are also required to add to the vocab building process. Strategies to enlist the support of individuals and groups outside the school:
Contact Citizen’s Advice, Volunteer groups, high School, Polytech, Teacher Training, Computer clubs, Computer in Homes Co-ordinator,
Use the school newsletter and the local paper.
Timetable in senior school staff
In School skills audit. Gifted and Talented students.
Local advertising companies or department. Local radio Stations.
Strategies and suggestion for engaging parents:
As access to the wiki is vital, a strategy for each family needs to be created. If the family does not have internet connection, access to the school, public library should be investigated. Perhaps once a week the school provides access until 6.30pm.
Encourage students and parents to access the game together.
Encourage parents to use the discussion board
Survey parent skills that could be utilised.
The Wiki: As stated above the wiki is central to the delivery of this unit. Everyone must have access. Teachers must allow time to manage & monitor the wiki. Also time to respond to discussions. It is important to maintain a balanced approach when examining the media/advertising. Every effort should be made to include local advertising people.
Differentiating Instruction: The following link is great for support. The key is really knowing your students, allow for extra Expect input, and considered placement of the student. If a student has a support person the they could be a goup member who completes the activities as well. http://www.teach-nology.com/tutorials/teaching/differentiate/planning/
Unit Learning sequence and Overview
Learning Intention
This first week is about setting things up so that the unit can proceed as planned.
Introduce the wiki as a tool
Evaluate media messages based on our own experiences, beliefs and values
What ICT skills do I have?
What is a wiki, and what use are they?
- Survey
MonkeyWiki
Genre
Media
Literacy
Decode
Acronyms
Advertisement
Share the unit wiki.
Map the Home for advertising. Get everyone involved.
Draw attention to the request for experts in ICT on the wiki
Also draw attention to the Parent section.
Discuss the reflective questions with whoever is at home.
Learning Intention
Recognition of prior learning and identifying areas for investigation
What was the last thing I purchased after watching/reading an ad?
Inspiration
E-whiteboard
Circumlocution
Interrogative
Officialise
Play the game
As a family go on teachertube and look at overseas funniest adverts
Learning Intention
Statistics
Statistical investigation
• Plan and conduct investigations using the statistical enquiry cycle: Statistical literacy • Evaluate statements made by others about the findings of statistical investigations and probability activities.
Discover the part of the story that's not being told
Evaluate media messages based on our own experiences, beliefs and values
Website
Photoshop
Wiki
e-whiteboard
Slogan
Verbosity
As a family look at the website
As a family go on Teachertube and look at best animal adverts
Share new tech or application with each other
Learning Intention
English
• Integrate sources of information, processes, and strategies confidently to identify, form, and express ideas.• Show an increasing understanding of how to shape texts for different purposes and audiences.
Social Studies Students will gain knowledge, skills, and experience to: • Understand how producers and consumers exercise their rights and meet their responsibilities.
Understand how media messages create meaning
Identify who created a particular media message
Recognize what the media maker wants us to believe or do
Name the "tools of persuasion" used
Recognize bias, spin, misinformation and lies
Discover the part of the story that's not being told
Evaluate media messages based on our own experiences, beliefs and values
What was it selling ?
What would influence you to by it ?
Pick another
e-whiteboard
Personification
Neologism
Jargon
Deconstruct
Cross Marketing
As a family look at the adverts in the paper
Keep playing the game
Identify examples of cross market in the Home.
Learning Intention
• Integrate sources of information, processes, and strategies confidently to identify, form, and express ideas.• Show an increasing understanding of how to shape texts for different purposes and audiences.
HealthHealthy Communities and Environments
Students will: Societal attitudes and values • Investigate and describe lifestyle factors and media influences that contribute to the well-being of people in New Zealand. Personal Health and Physical Development Students will: Safety management • Access and use information to make and action safe choices in a range of contexts.
Identify who created a particular media message
Recognize what the media maker wants us to believe or do
Name the "tools of persuasion" used
Recognize bias, spin, misinformation
and lies
Evaluate media messages based on our own experiences, beliefs and values
Create and distribute our own media messages
Become advocates for change in our media system
Could make a list of Best Practice
Have my ICT skills improved?
Publishing tools
Photoshop
Video Editing
Digital Story
Publishing
Design
ICT
Video editing
Photoshop
Digital story creation
Irony
Inverstion
Connotation
As a family look at
Learning Intention
Students will: Societal attitudes and values • Investigate and describe lifestyle factors and media influences that contribute to the well-being of people in New Zealand. Personal Health and Physical Development Students will: Safety management • Access and use information to make and action safe choices in a range of contexts.
Become advocates for change in our media system
- An evening of Fun and celebration, with the students presenting their work and sharing their learning.
- Parents & Community participation in fun challenges.
2) Unit Evaluation:Sub- questions
Individual student
Goals
Home Goals & plan: Media literacy skills
How well have we done as a Family
What have I done to support others to learn?
Self & peer evaluation
Data projector
e-whiteboard
ICT equip
Sound Technician
Hospitality
Affirmative
Collaboration
As a family make your own wiki after exploring examples of family wikis.
Share your new knowledge with another family not at your school.
Suggested Approach:
This unit of work:
Web-based Interactive ActivitiesThe Game and website provide the opportunity for students to be confronted with new information and learning. It is important to allow students the time to participate and explore. It is also important that the students enter into the ongoing discussion on Advertising Techniques page. They are also required to add to the vocab building process.
Strategies to enlist the support of individuals and groups outside the school:
Strategies and suggestion for engaging parents:
The Wiki: As stated above the wiki is central to the delivery of this unit. Everyone must have access. Teachers must allow time to manage & monitor the wiki. Also time to respond to discussions.
It is important to maintain a balanced approach when examining the media/advertising. Every effort should be made to include local advertising people.
Differentiating Instruction:
The following link is great for support. The key is really knowing your students, allow for extra Expect input, and considered placement of the student. If a student has a support person the they could be a goup member who completes the activities as well.
http://www.teach-nology.com/tutorials/teaching/differentiate/planning/